Teaching to the three apprenticeships: designing learning activities for professional practice in an undergraduate curriculum.
Teaching to the three apprenticeships: designing learning activities for professional practice in an undergraduate curriculum.
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教授三个学徒：在本科课程中设计专业实践的学习活动。
作者：
J. Noone
卡内基教学促进基金会最近完成了一系列比较研究，研究了五个职业（神职人员、法律、医学、护理和工程）的专业教育和实践的组成部分和最佳实践。在这些学科中，三个学徒期被确定为专业实践教育的必要组成部分：智力或认知学徒期、与临床判断和实践相关的基于技能的学徒期、以及职业道德行为或行为的学徒期。尽管护理教育在历史上拥有强大的理论和临床实践基础，但卡内基基金会对护理教育的比较研究发现学徒制的整合有限。本文使用一个范例讨论了学习目标和活动的有意设计，以整合三个学徒期的学习，重点关注护理专业实践的关键要素。
The Carnegie Foundation for the Advancement of Teaching recently completed a series of comparative studies that examined components and best practices in professional education and practice across five professions (clergy, law, medicine, nursing, and engineering). Across these disciplines, three apprenticeships were identified as necessary components of education for professional practice: an intellectual or cognitive apprenticeship, a skill-based apprenticeship related to clinical judgment and practice, and an apprenticeship to the ethical comportment or behavior of the profession. Although nursing education has a strong theory and clinical practice base historically, the comparative study of nursing education by the Carnegie Foundation found limited integration of the apprenticeships. Using an exemplar, this article discusses intentional design of learning objectives and activities to integrate learning across the three apprenticeships with an emphasis on key elements for professional practice in nursing.